A global human rights approach to pre-service teacher education on LGBTIs

Tiffany Jones*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)
    72 Downloads (Pure)


    Pre-service teacher education on LGBTI rights and inclusion is impacted by multiple conflicting education governance provisions carrying different risks and duties for teachers. Pre-service teacher education has an international reach–catering to both international pre-service teachers and domestic pre-service teachers destined for careers and travel abroad. This paper argues that pre-service teacher education efforts focussing solely on local education treatments of LGBTI rights may leave pre-service teachers sorely underprepared for the differing education contexts they may encounter. The article proposes that teacher educators should communicate relevant international human rights legislation provisions and education policies on LGBTIs. It provides overviews of LGBTI identities, laws and policies, and data across multiple contexts based on key informant interview data and desk-based research. It argues that some sources on LGBTIs are unreliable and informed by broader disruptive geopolitical efforts, and suggests why and how to train pre-service teachers to avoid them.

    Original languageEnglish
    Pages (from-to)286-308
    Number of pages23
    JournalAsia-Pacific Journal of Teacher Education
    Issue number3
    Early online date13 Dec 2018
    Publication statusPublished - May 2019

    Bibliographical note

    Copyright the Author(s) 2018. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.


    • LGBT
    • gay
    • lesbian
    • bisexual
    • transgender
    • intersex
    • LGBTI
    • human
    • rights
    • education
    • global
    • teacher
    • pedagogy
    • research
    • sexuality
    • gender


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